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• W141281607 abstract "A study examined children's memory of stories under three varying conditions and focused on how different interaction styles and children's innate abilities affect literacy, development. three conditions tested closely mirrored the three story-reading styles evidenced by teachers of young were: (1) a control condition where there was no planned interaction between teacher and child beyond the adult reading the story to the child; (2) a questioning condition where the story was interrupted and the child was asked questions regarding the story content by the adult; and (3) a co-construct condition where the child and the adult interacted freely over the text. Subjects were 24 kindergarten students (15 female, 9 male) from a Chicago Public School. Results indicated that the average and above average groups required less prompting than did the low memory ability group. Children with above average memory ability used significantly more words per sentence than did with average and below average memory abilities. Findings suggest that, overall, significantly more inferences were drawn in response to comprehension questions under the co-construction condition than under the questioning or control conditions. Additionally, significantly fewer incorrect responses were given when the were under the co-construction condition than when they were under either the questioning or the control conditions. (Contains 10 tables of data and 20 references.) (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 Deborah Evil le Lo Department of Education University of Scranton Scranton, PA 18510 (717) 941-7579 email: lodl@tiger.uscranton.edu PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Individual Difference in the Social Construction of Knowledge with Young Children Over a Storybook Reading Introduction Advice to aloud to as often as possible, is frequently given to both parents and teachers. According to the report from the Commission on Reading, Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985), The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children (p.23). What is the knowledge required for successful reading and how does reading aloud to facilitate that knowledge? Recently, researchers have begun to use a sociohistorical frame of reference first articulated by Lev Vygotsky (1978, 1986) to guide their work. A Vygotskian approach treats learning through social guidance and motivation as central to an account of literacy development. When adults read to they often engage in an ongoing dialogue related to the story (Brice-Heath, 1982; Ninio & Bruner, 1978). dialogue surrounding a story reading can have important effects on literacy development. Through interpreting, modeling, and labeling during a story reading, the adult facilitates both language and concept development in the child. This interaction is thought to have a powerful effect on the coherent understanding that Trabasso and Magliano (1995) feel is essential to an integrated interpretation of a text. Therefore, the role of the teacher or adult is central to the learning process. Through modeling appropriate strategies, clarifying when the child is confused, weaving pieces of information into existing concepts held by the child, and serving as a source of information, the teacher, or adult, can link young to understandings they normally would not have." @default.
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• W141281607 title "Individual Difference in the Social Construction of Knowledge with Young Children over a Storybook Reading." @default.
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